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Boster JB, Cordone T, Blosser H. Increasing Reciprocal Social Interactions Between Children Who Use Augmentative and Alternative Communication and Peers Using a Collaborative Learning Framework. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:1748-1762. [PMID: 38536727 DOI: 10.1044/2024_ajslp-23-00405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/04/2024]
Abstract
PURPOSE Children with complex communication needs who rely on augmentative and alternative communication (AAC) strategies to express themselves face significant difficulties interaction with peers. This study sought to design, implement, and evaluate a collaborative photography intervention designed to increase reciprocal social interaction between children who use AAC and their same-age peers. METHOD A single-subject, withdrawal design (ABAB) was used to explore the functional relationship between engagement in a collaborative photography intervention and the frequency of reciprocal social interactions between children who use AAC and their same-age peers. Partial-interval time sampling was used to code the number of reciprocal social interactions across four dyads. RESULTS Increased frequencies of reciprocal social interactions were observed in intervention phases across all four dyads. Very large levels of effect and 100% nonoverlapping data were noted for Dyads 1 and 4. Moderate levels of effect and 70% of nonoverlapping data were noted for Dyads 2 and 3. CONCLUSIONS Collaborative learning frameworks may be used to increase reciprocal social interactions between children who use AAC and their peers. Speech-language pathologists should consider utilizing collaborative learning elements in activities with children who use AAC. Future research is needed to further explore collaborative learning frameworks for interventions for children who use AAC. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25464064.
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Bowden J, Thorburn J. Including a Student with Multiple Disabilities and Visual Impairment in Her Neighborhood School. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2020. [DOI: 10.1177/0145482x9308700707] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This article begins with a literature review of main-streaming students with multiple disabilities and visual impairment in general schools, stressing the importance of opportunities for peer interaction that are prevalent in regular settings. It then describes a program carried out with a 5-year-old student attending her neighborhood school in Auckland, New Zealand. Comments of the people involved in the program, including the principal, the teachers, the teacher's aide, family members, and fellow pupils, are reported, and the success of the program is discussed.
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Affiliation(s)
- J. Bowden
- Adv Dip Tchg, Dip Ed VH, deputy principal, Carlson School for Cerebral Palsy, 261 St. Andrews Road, Epsom, Aukland, New Zealand
| | - J. Thorburn
- Dip Tchg, Dip Ed VH, School of Special Education, Aukland College of Education, P.O. Symonds Street, Aukland 3, New Zealand
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Downing J. Identifying and Enhancing the Communicative Behaviors of Students with Severe Disabilities: The Role of the School Psychologist. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1989.12085443] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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4
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Bambara LM, Mitchell-Kvacky NA, Iacobelli S. Positive Behavioral Support for Students with Severe Disabilities: An Emerging Multicomponent Approach for Addressing Challenging Behaviors. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1994.12085712] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Connections: Facilitating Social Supports for Students with Deaf-Blindness in General Education Classrooms. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2019. [DOI: 10.1177/0145482x9909301103] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This article describes a three-component package to facilitate social supports for students who were deaf-blind in general education classes and discusses the rationale for and importance of its use. It also presents case examples of the application of social support strategies to four students with deaf-blindness who were served in general education or deaf education classes.
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Biggs EE, Carter EW, Gilson CB. Systematic Review of Interventions Involving Aided AAC Modeling for Children With Complex Communication Needs. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2018; 123:443-473. [PMID: 30198767 DOI: 10.1352/1944-7558-123.5.443] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Building the communicative competence of individuals who use augmentative and alternative communication (AAC) requires intervention and support. This systematic review examined experimental studies involving aided AAC modeling to promote the expressive communication of children and youth (i.e., birth to age 21) with complex communication needs. A search yielded 48 studies involving 267 participants. Interventions were categorized according to three different approaches to aided AAC modeling-augmented input, models as prompts, and models within instructional demonstrations. Although the procedures varied, interventions were generally effective at improving diverse measures of expressive communication. This review provides insight for both researchers and practitioners by describing interventions involving three distinct approaches to aided AAC modeling, highlighting areas needing future research, and offering implications for practice.
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Mirenda P, Iacono T, Williams R. Communication Options for Persons with Severe and Profound Disabilities: State of the Art and Future Directions. ACTA ACUST UNITED AC 2016. [DOI: 10.1177/154079699001500102] [Citation(s) in RCA: 74] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This article reviews the literature related to issues of communication augmentation for individuals with severe and profound intellectual disabilities within the framework of the “Participation Model” (Rosenberg & Beukelman, 1987). This model consists of a communication opportunity strand and a communication access strand. The opportunity strand is discussed briefly in terms of the knowledge and attitudinal barriers that may limit communication, with suggestions for remediation of these problems. The access strand is discussed in detail, beginning with a review of current methods of assessing capability in relevant domains. The relevant literature related to the learning characteristics of both unaided and aided communication techniques is reviewed next, followed by a discussion of potential external constraints that may affect the range of options for consideration. This information facilitates the next step of selecting communication options with a view to the current and future needs and capabilities of the individual. Following this, a review is presented of vocabulary selection and effective instructional techniques in augmentative communication interventions. Finally, evaluation issues are discussed in relation to level of disability.
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Abstract
In spite of increased advocacy efforts, demonstrations, and consumer demand for supported education, there is a paucity of empirical research that investigates the predicted outcomes of this model. The rationale for supported education is based largely on increasing social participation, acceptance, and friendships between students with severe disabilities and nondisabled students. This article discusses several issues that underlie the development of measurement systems to evaluate the social effects of supported education. We believe that it is essential to measure the outcomes of supported education (i.e., increased acceptance, social participation, and levels of friendships) as well as the process variables (e.g., specific social interaction skills) that are pivotal in creating the outcomes. An assessment model for outcome and process variables is described. Within this model, social interaction skills, organizational support characteristics, and contextual features are viewed as pivotal events in attaining valued outcomes.
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9
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McDonnell AP, Hardman ML. The Desegregation of America's Special Schools: Strategies for Change. ACTA ACUST UNITED AC 2016. [DOI: 10.1177/154079698901400108] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
There is strong philosophical, legal, and empirical support for integrated educational programs for students with severe disabilities. In spite of this support, significant numbers of students with severe handicaps continue to be educated in segregated special schools. This article briefly reviews the support for integration and presents a framework for planned educational change, based on the extant racial desegregation literature. This report includes a discussion of the logistical issues facing school administrators and an analysis of effective leadership roles in the change process.
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Horner RH, Dunlap G, Koegel RL, Carr EG, Sailor W, Anderson J, Albin RW, O'Neill RE. Toward a Technology of “Nonaversive” Behavioral Support. ACTA ACUST UNITED AC 2016. [DOI: 10.1177/154079699001500301] [Citation(s) in RCA: 227] [Impact Index Per Article: 28.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Nonaversive behavior management is an approach to supporting people with undesirable behaviors that integrates technology and values. Although this approach has attracted numerous proponents, more adequate definition and empirical documentation are still needed. This article presents an introduction to the nonaversive approach. Important definitions are suggested, and three fundamental elements are presented: (a) an emerging set of procedures for supporting people with severe challenging behavior; (b) social validation criteria emphasizing personal dignity; and (c) a recommendation for prohibition or restriction of certain strategies. These elements are defined in hopes of stimulating further discussion and empirical analyses of positive behavioral support.
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Abstract
Three high school students with severe disabilities were taught to initiate and maintain a conversation independently through a 4-min session with a communication book adaptation. Instruction occurred across a variety of school settings with several regular education students serving as communication partners. For each of the three students, an analysis of the generalized effect of conversation training revealed that conversation initiation and “turntaking” skills generalized to “conversation opportunities” in settings and with partners not included in instructional sessions. Additionally, increases in conversation skills and component behaviors (greeting and commenting) were accompanied by decreases in inappropriate social interaction behaviors.
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12
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Hunt P, Alwell M, Farron-Davis F, Goetz L. Creating Socially Supportive Environments for Fully Included Students who Experience Multiple Disabilities. ACTA ACUST UNITED AC 2016. [DOI: 10.1177/154079699602100201] [Citation(s) in RCA: 69] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This investigation analyzed the effectiveness of an intervention designed to facilitate the social inclusion of three students who experienced significant physical and intellectual challenges and, for two students, dual sensory impairments. The children were full-time members of two first-grade and one fourth-grade classrooms. The individualized intervention package included three major components: (a) provision of ongoing information to classmates about the communication system, adaptive equipment, and educational activities of the students with disabilities in the context of naturally occurring interactions between the students and their classmates or during “club” meetings; (b) identification and utilization of various media that could serve as the basis for interactive exchanges between the focus students and others; and (c) ongoing facilitation by educational staff of social exchanges between students and their classmates through the establishment of a “buddy” system, arrangement of interactive activities across the day, and prompting and interpreting communicative exchanges when necessary. All aspects of intervention were implemented by educational staff including general education and inclusion support teachers, paraprofessionals, and related service personnel. An analysis of the interactive patterns between the focus students and others indicated that when the intervention was fully implemented, there were increases in (a) reciprocal interactions with peers, (b) focus student-initiated interactions, and (c) focus student-initiated interactions that were comments (with no increase in requests or protests). In addition, there were decreases in assistive interactions with paraprofessionals. The social validity of changes in interactive patterns between the focus students and their classmates was established through interviews with the students' friends and their teachers.
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13
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Staub D, Spaulding M, Peck CA, Gallucci C, Schwartz IS. Using Nondisabled Peers to Support the Inclusion of Students with Disabilities at the Junior High School Level. ACTA ACUST UNITED AC 2016. [DOI: 10.1177/154079699602100408] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Qualitative research methods were used to conduct a study of an inclusion program at a junior high school in which typically developing students assisted and supported students with moderate and severe disabilities as they attended general education classrooms. There were two purposes for conducting this case study: first, to provide a description of how one school, with limited resources available, successfully included students with disabilities in general education classrooms; and second, to describe outcomes perceived to be associated with the student aide program for the students with disabilities and the student aides. Data were gathered over 2 years and included ethnographic field notes and interviews. The perceived outcomes that emerged from an analysis of these data are discussed in terms of their implications for future practice and research.
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Davis CA, Reichle J, Southard K, Johnston S. Teaching Children with Severe Disabilities to Utilize Nonobligatory Conversational Opportunities: An Application of High-Probability Requests. ACTA ACUST UNITED AC 2016. [DOI: 10.2511/rpsd.23.1.57] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
Two children with severe disabilities who used electronic communication aids were taught to extend conversations as a result of implementation of an intervention strategy based on high-probability request sequences. Both participants had been selected as a result of the discrepancy between their propensity to respond to obligatory conversational bids (e.g., a question such as “What did you do at recess?”) and their propensity to refrain from responding to nonobligatory conversational bids (e.g., comments such as “I played kickball at recess”). Both learners' conversational maintenance skills improved as a result of the procedure. Educational implications are discussed.
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15
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Malette P, Mirenda P, Kandborg T, Jones P, Bunz T, Rogow S. Application of a Lifestyle Development Process for Persons with Severe Intellectual Disabilities: A Case Study Report. ACTA ACUST UNITED AC 2016. [DOI: 10.1177/154079699201700306] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This report summarizes the results of four data-based case studies that examined the efficacy of the Lifestyle Development Process (LDP) for persons with severe disabilities. The process involves five steps, described in detail in the paper. The planning process was implemented by means of a consultant model, and involved planning meetings, on-site visits, in-service training, problem solving, written program planning, and demonstrations of instructional techniques. The consulting teams were composed of educational and behavioral consultants. Four persons with severe disabilities and challenging behaviors were participants. These individuals resided in four communities in the Province of British Columbia, and received consultative services from 1989 through 1991. All four individuals engaged in a greater number of preferred, integrated activities during the mid- and posttests than at baseline. Their social networks and program quality scores also showed various degrees of improvement. The behavior problems that were reported at the referral stage were substantially reduced at the posttest for all individuals. These results are discussed in relation to previous research in the areas of lifestyle planning and behavior management. Problems in implementing the process by means of a consultant model are also discussed, and areas for future research are identified.
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Affiliation(s)
- Paul Malette
- University of British Columbia
- CBI Consultants, Ltd., Vancouver, BC
| | | | | | | | - Tia Bunz
- Madison (Wisconsin) Metropolitan School District
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Hunt P, Farron-Davis F, Wrenn M, Hirose-Hatae A, Goetz L. Promoting Interactive Partnerships in Inclusive Educational Settings. ACTA ACUST UNITED AC 2016. [DOI: 10.1177/154079699702200301] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
An analysis was conducted of the effectiveness of a multicomponent intervention designed to increase the social inclusion of three elementary-aged students with disabilities who were full-time members of general education classrooms. The intervention package included: (a) provision of information to classmates about the communication system and adapted curriculum and materials of the student with disabilities during natural opportunities, and regularly scheduled class meetings; (b) identification and utilization of various media (including “conversation books”) that could serve as the basis for interactive exchanges between the focus students and others; and (c) facilitation by educational staff of social exchanges between students and their classmates through the establishment of “partner systems,” arrangement of interactive activities across the day, and prompting and interpreting communicative exchanges when necessary. All aspects of the intervention, with the exception of the weekly class meetings, were implemented by educational staff including the general education teachers, inclusion support teachers, and instructional assistants. Analyses of the interaction patterns between the focus students and others suggsted that implementation of the social support package facilitated increased exchanges with peers that were more “balanced,” with the focus students more often initiating the interactions and providing information, rather than receiving communication or assistance. In addition comparisons of the interactions between the focus students and their peers with those of selected classmates revealed closer approximations to typical student-student exchanges during the intervention versus baseline condition. Finally, the social validity of changes in interaction patterns between the focus students and their classmates was evaluated.
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McDonnell J, Kiefer-O'Donnell R. Educational Reform and Students With Severe Disabilities. JOURNAL OF DISABILITY POLICY STUDIES 2016. [DOI: 10.1177/104420739200300204] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Educational reform has had a significant impact on the structure of public education over the last decade. However, the needs of children with severe disabilities have essentially been ignored in this process. This paper explores the relationship between third-wave educational reforms and the development of public educational programs for students with severe disabilities. This examination highlights the striking similarities in focus and approach between these two initiatives. Issues which are preventing the inclusion of children with severe disabilities in reform efforts are identified and discussed.
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Therrien MC, Light J, Pope L. Systematic Review of the Effects of Interventions to Promote Peer Interactions for Children who use Aided AAC. Augment Altern Commun 2016; 32:81-93. [DOI: 10.3109/07434618.2016.1146331] [Citation(s) in RCA: 51] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Affiliation(s)
- Michelle C.S. Therrien
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Janice Light
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Lauramarie Pope
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA, USA
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19
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Walker VL, Snell ME. Effects of augmentative and alternative communication on challenging behavior: a meta-analysis. Augment Altern Commun 2014; 29:117-31. [PMID: 23705814 DOI: 10.3109/07434618.2013.785020] [Citation(s) in RCA: 55] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
The purposes of this review were to (a) use meta-analytic procedures to examine the effectiveness of single-case AAC intervention research on challenging behaviors exhibited by individuals with disabilities, (b) identify study characteristics that moderate intervention effects, and (c) evaluate the quality of research. The authors provided inferential and descriptive analyses of 54 studies representing 111 participants and estimated effect sizes using the Nonoverlap of All Pairs (NAP) method. Overall, AAC interventions were found to be equally effective across a broad spectrum of participants and interventions. AAC interventions were more effective with younger children than with adults. Interventions in which functional behavior assessments (FBA) were used had significantly larger effect sizes than those that did not use FBAs. Further, functional communication training interventions resulted in larger effect sizes than Picture Exchange Communication System interventions. Descriptive analysis revealed that (a) interventions often occurred in atypical environments (e.g., therapy room, experimental room) and with atypical interventionists (e.g., therapists, researchers), and (b) numerous studies did not exhibit quality characteristics of single-case research.
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20
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Hughes C, Harmer ML, Killian DJ, Niarhos F. The effects of multiple-exemplar self-instructional training on high school students' generalized conversational interactions. J Appl Behav Anal 2010; 28:201-18. [PMID: 16795863 PMCID: PMC1279810 DOI: 10.1901/jaba.1995.28-201] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
A multiple-baseline-across-students design was used to investigate the effects of multiple-exemplar self-instructional training on the acquisition and generalization of conversational interaction of 4 high school students with mental retardation. The multiple-exemplar component of the model consisted of (a) several peers without disabilities teaching the use of a self-instructional social skills strategy across diverse examples of conversational interactions and across two settings and (b) assessing the generalized effects of training across additional peers and one setting. Findings indicated that peers were effective in teaching the multiple-exemplar strategy and that peer training was associated with systematic increases in generalized conversational interactions with familiar and unfamiliar peers with and without disabilities in an additional setting. Social validation data indicated that following multiple-exemplar training, all participants' performances approximated those of general education students and was judged by others to have improved.
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Durand V. Functional communication training using assistive devices: effects on challenging behavior and affect. Augment Altern Commun 2009. [DOI: 10.1080/07434619312331276571] [Citation(s) in RCA: 45] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022] Open
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22
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Lilienfeld M, Alant E. The social interaction of an adolescent who uses AAC: The evaluation of a peer-training program. Augment Altern Commun 2009. [DOI: 10.1080/07434610500103467] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
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23
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24
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Hunt P, Alwell M, Goetz L. Interacting with peers through conversation turntaking with a communication book adaptation. Augment Altern Commun 2009. [DOI: 10.1080/07434619112331275783] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022] Open
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25
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Mirenda P. Supporting individuals with challenging behavior through functional communication training and AAC: research review. Augment Altern Commun 2009. [DOI: 10.1080/07434619712331278048] [Citation(s) in RCA: 49] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022] Open
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26
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Alwell M, Cobb B. Social and Communicative Interventions and Transition Outcomes for Youth with Disabilities. ACTA ACUST UNITED AC 2009. [DOI: 10.1177/0885728809336657] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The relationship between social and communicative interventions and transition-related outcomes for secondary-aged youth with disabilities is explored in this systematic review. In all, 30 studies intervening with 316 youth with a broad range of disability labels (both high- and low-incidence disabilities) were reviewed. Subgroup analyses were conducted on original research in these areas: augmentative and alternative communication (AAC), conversation skills, decreasing aberrant behavior, and social skills training (SST). Little support was found for AAC and modest support for interventions designed to increase conversation skill acquisition and for SST, and the research in decreasing aberrant behavior was unable to be synthesized because of effect size calculation formula problems. Results are discussed in terms of alignment with extant literature reviews, methodological issues in meta-analysis, recommendations for further research, and practical implications.
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27
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Working with People with Learning Difficulties Who Self-Injure: A Review of the Literature. ACTA ACUST UNITED AC 2009. [DOI: 10.1017/s0141347300016281] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Self-injurious behaviour in people with learning difficulties has been found to be a common and health-threatening problem. As a consequence, there is an expanding literature addressing a variety of methods of intervention that are either designed to facilitate or to enforce the reduction or extinction of such behaviour. It is not clear, however, the extent to which such interventions are successful in achieving their avowed goal. This paper critically reviews the treatment of self-injurious behaviour, including work which takes psychodynamic, psychopharmacological, developmental, self-stimulation or learned behaviour perspectives, in order to establish the current status of interventions in this area. It is concluded that no single treatment approach has been shown to be effective in facilitating a reduction in the self-injurious behaviour of all clients. Rather, individualized programmes of intervention need to be constructed, using careful causal and functional analyses of behaviour. Moreover, such programmes, which may be multi-modal in nature, need to aim for interventions that are minimally or non-aversive.
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28
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Grow LL, Kelley ME, Roane HS, Shillingsburg MA. Utility of extinction-induced response variability for the selection of mands. J Appl Behav Anal 2008; 41:15-24. [PMID: 18468276 DOI: 10.1901/jaba.2008.41-15] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Functional communication training (FCT; Carr & Durand, 1985) is a commonly used differential reinforcement procedure for replacing problem behavior with socially acceptable alternative responses. Most studies in the FCT literature consist of demonstrations of the maintenance of responding when various treatment components (e.g., extinction, punishment) are present and absent (e.g., Fisher et al., 1993; Wacker et al., 1990). Relatively little research on FCT has (a) evaluated the conditions under which alternative responses are acquired or (b) described procedures with technological precision. Thus, additional research on a cogent technology for response acquisition appears to be warranted. In the current study, we evaluated the efficacy of exposing problem behavior to extinction for inducing response variability as a tool for selecting an alternative response during FCT. Once participants engaged in appropriate alternative responses, the reinforcer identified in the functional analysis as maintaining problem behavior was delivered contingent on the alternative behavior. Results showed that exposing problem behavior to extinction was a useful method for producing alternative behaviors during FCT.
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Affiliation(s)
- Laura L Grow
- Marcus Institute and Emory University School of Medicine, USA
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29
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Cihon TM. A review of training intraverbal repertoires: can precision teaching help. Anal Verbal Behav 2007; 23:123-33. [PMID: 22477386 DOI: 10.1007/bf03393052] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Intraverbal behavior is common in conversation and academic and professional settings. Many individuals with disabilities fail to acquire intraverbal repertoires. Some individuals who do acquire intraverbal behavior fail to acquire responses that are functional and complete. Research has examined procedures to establish or increase intraverbal repertoires of individuals with impaired verbal repertoires. Several of these studies integrate a precision teaching methodology with Skinner's (1957) conceptual framework. This paper reviews the literature on the most commonly examined methods of establishing or increasing intraverbal repertoires. Articles that incorporate precision teaching are emphasized. The review highlights the strengths (including the effectiveness) and limitations of each procedure. The review concludes with a discussion of the implications of using precision teaching to establish or increase an intraverbal repertoire and with suggestions for future research.
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Bopp KD, Brown KE, Mirenda P. Speech-language pathologists' roles in the delivery of positive behavior support for individuals with developmental disabilities. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2004; 13:5-19. [PMID: 15101810 DOI: 10.1044/1058-0360(2004/003)] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Positive behavior support interventions such as functional communication training (FCT) and visual schedules are increasingly being used with individuals with autism and other severe developmental disabilities who engage in problem behavior and use augmentative and alternative communication (AAC). The increasing use of these communication interventions has implications for speech-language pathologists who provide support to these individuals. The purpose of this tutorial is to summarize the research regarding the use of FCT/AAC interventions and visual schedules, and to provide suggestions for the roles that speech-language pathologists can play with regard to assessment, intervention design, and implementation in school and home settings.
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Affiliation(s)
- Karen D Bopp
- Faculty of Education, University of British Columbia, 2125 Main Mall, Vancouver, British Columbia V6T 1Z4, Canada
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31
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Durand VM. Functional communication training using assistive devices: recruiting natural communities of reinforcement. J Appl Behav Anal 1999; 32:247-67. [PMID: 10513023 PMCID: PMC1284191 DOI: 10.1901/jaba.1999.32-247] [Citation(s) in RCA: 139] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
We evaluated the effectiveness of functional communication training (FCT) as an intervention for the problem behavior exhibited by 5 students with severe disabilities both in school and in the community. Following an assessment of the function of their problem behavior, the students were taught to use assistive communication devices in school to request the objects and activities that presumably were maintaining their behavior. Multiple baseline data collected across the students indicated that not only did the students use their devices successfully, but the intervention also reduced their problem behavior. In addition, data from community settings showed generalization to untrained community members. These results replicate other successful efforts to use FCT with individuals having limited communication skills, and demonstrate the value of teaching skills to recruit natural communities of reinforcement in order to generalize intervention effects to meaningful nontraining environments.
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Affiliation(s)
- V M Durand
- Department of Psychology, University at Albany, SUNY, New York 12222, USA
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Kahng S, Iwata BA, DeLeon IG, Worsdell AS. Evaluation of the "control over reinforcement" component in functional communication training. J Appl Behav Anal 1997; 30:267-76; quiz 277. [PMID: 9210306 PMCID: PMC1284045 DOI: 10.1901/jaba.1997.30-267] [Citation(s) in RCA: 34] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
The effectiveness of functional communication training (FCT) as a treatment for behavior disorders has been attributed to a number of variables, one of which is the individual's ability to exert control over the delivery of reinforcement. We evaluated this component of FCT by exposing individuals to conditions in which their behavior either did or did not affect the delivery of reinforcement. Three adults with mental retardation who engaged in self-injurious behavior (SIB) participated. Following a functional analysis of their SIB, the effects of FCT were compared to those of noncontingent reinforcement (NCR) in a multielement design. The amount of reinforcement during both conditions was equated by yoking the schedule of reinforcement during NCR sessions to that in effect during FCT sessions. Results indicated that FCT and NCR were equally effective in reducing the SIB of all participants and suggest that control over reinforcement delivery may not affect the degree to which FCT produces behavioral suppression. However, a different benefit of FCT was evident in the results: More consistent increases in the alternative response were observed during the FCT condition than during the NCR condition.
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Affiliation(s)
- S Kahng
- University of Florida, Gainesville 32611, USA
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Jayne D, Schloss PJ, Alper S, Menscher S. Reducing disruptive behaviors by training students to request assistance. Behav Modif 1994; 18:320-38. [PMID: 8037652 DOI: 10.1177/01454455940183005] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
Abstract
Disruptive behaviors of students with disabilities can have a communicative function. They may aid the learner in escaping from aversive situations, and they may also serve to produce positive events. Disruptive behaviors that have a communicative function may be eliminated by teaching an alternative prosocial response. This study compared the relative effectiveness of two teaching methods for reducing disruptive behaviors exhibited by two primary age students with moderate disabilities. The first method consisted solely of a hierarchy of prompts. The second method combined the prompting hierarchy with a cue to request assistance. A multiple baseline design across students with alternating treatments was used to evaluate performance. Results demonstrated a clear relationship between teaching participants to request assistance and a reduction in disruptive behaviors.
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Affiliation(s)
- D Jayne
- University of Missouri-Columbia
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Sigafoos J, Roberts D, Kerr M, Couzens D, Baglioni AJ. Opportunities for communication in classrooms serving children with developmental disabilities. J Autism Dev Disord 1994; 24:259-79. [PMID: 8050981 DOI: 10.1007/bf02172226] [Citation(s) in RCA: 31] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
Abstract
Documented the number and types of opportunities for communication provided by teachers in seven classrooms for children with developmental disabilities and by teachers of nonhandicapped preschoolers in a day care center. In the special education settings, less than 14% of the more than 6,000 observation intervals contained an opportunity for communication. Most opportunities involved naming an object or event followed in frequency by opportunities to request, answer, and imitate. Similar results were obtained in the day care center. In the special education classrooms, a strong positive correlation was found between a child's existing communication skills and the number of opportunities received. Results suggest that these teachers did incorporate opportunities for communication into classroom activities.
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Affiliation(s)
- J Sigafoos
- Fred and Eleanor Schonell Special Education Research Centre, University of Queensland, Australia
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Koegel RI, Frea WD. Treatment of social behavior in autism through the modification of pivotal social skills. J Appl Behav Anal 1993; 26:369-77. [PMID: 8407685 PMCID: PMC1297760 DOI: 10.1901/jaba.1993.26-369] [Citation(s) in RCA: 168] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
Abstract
We examined acquisition of individual social communicative behaviors and generalization across other social behaviors in 2 children with autism. The results of a multiple baseline design showed that the children's treated social behaviors improved rapidly and that there were generalized changes in untreated social behaviors. These improvements were accompanied by increases in subjective ratings of the overall appropriateness of the children's social interactions. The results suggest the possibility of identifying pivotal response classes of social communicative behavior that may facilitate the understanding of social behavior in autism as well as improve peer interactions, social integration, and social development.
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Affiliation(s)
- R I Koegel
- Counseling/Clinical/School Psychology Program, Graduate School of Education, University of California, Santa Barbara 93106-9490
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Haring TG, Breen CG. A peer-mediated social network intervention to enhance the social integration of persons with moderate and severe disabilities. J Appl Behav Anal 1992; 25:319-33. [PMID: 1634425 PMCID: PMC1279713 DOI: 10.1901/jaba.1992.25-319] [Citation(s) in RCA: 54] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Increasingly, parents, teachers, and students with disabilities are advocating for interventions that go beyond skill training to provide support for participation in integrated environments and support for friendships. The present research demonstrated a social network intervention for youths with moderate and severe disabilities. Two groups of nondisabled peers were recruited to participate in weekly discussions with an adult integration facilitator to increase opportunities for social interaction for 2 students (1 with autism and 1 who was moderately mentally retarded). The groups met to discuss social interactions that had occurred with the students with disabilities and to talk about strategies to promote greater inclusion of the students into ongoing social interaction. The nondisabled students participated in the design and implementation of social skills interventions during transition times and lunch. The nondisabled students used self-monitoring data sheets to record the quantity and quality of interactions. The frequency of interaction, number of opportunities for interaction, and appropriateness of social interactions were analyzed with a multiple baseline design. Results indicated that the social network intervention was successful in increasing the quantity and quality of interactions and that the network strategy promoted the development of friendships. The results are discussed in terms of the need for additional research showing the relationships between increases in social competence, peer-mediated intervention, and the development and support of friendship.
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Affiliation(s)
- T G Haring
- Graduate School of Education, University of California, Santa Barbara 93106
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37
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Durand VM, Carr EG. Functional communication training to reduce challenging behavior: maintenance and application in new settings. J Appl Behav Anal 1991; 24:251-64. [PMID: 1890046 PMCID: PMC1279571 DOI: 10.1901/jaba.1991.24-251] [Citation(s) in RCA: 263] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
We evaluated the initial effectiveness, maintenance, and transferability of the results of functional communication training as an intervention for the challenging behaviors exhibited by 3 students. Assessment indicated that escape from academic demands was involved in the maintenance of the challenging behaviors. Social attention was also implicated as controlling the behavior of 1 student. The intervention involved teaching alternative assistance-seeking and attention-getting phrases to the students in an effort to replace challenging behavior with these verbal equivalents. Multiple baseline data collected across the 3 students indicated that not only did the intervention substantially reduce challenging behavior but also that these results transferred across new tasks, environments, and teachers, and were generally maintained from 18 to 24 months following the introduction of functional communication training. These results are discussed in light of recent efforts to develop effective interventions for severe challenging behavior and to understand the processes underlying transfer and maintenance of intervention effects.
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Affiliation(s)
- V M Durand
- State University of New York, Albany 12222
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Oke NJ, Schreibman L. Training social initiations to a high-functioning autistic child: assessment of collateral behavior change and generalization in a case study. J Autism Dev Disord 1990; 20:479-97. [PMID: 2279969 DOI: 10.1007/bf02216054] [Citation(s) in RCA: 76] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
The present case study used a multiple treatment design to assess the effects of two interventions--peer social initiations and target child initiations--on the social and disruptive behavior of a high-functioning autistic child. Intervention included initiation training and videotaped feedback highlighting successful and unsuccessful initiations. During Interventions 1 and 2, nonhandicapped peers were trained to initiate social interaction with the autistic child, resulting in an increase in social interaction which dramatically decreased in a reversal phase. Social interaction quickly increased again in Intervention 3 when the autistic child was trained to initiate interaction using the same procedures. During Interventions 1 and 2 no decrease in the autistic child's disruptive behaviors was observed; however during Intervention 3 these behaviors decreased to a low rate. Social validation, generalization, and maintenance of these behavior changes are discussed.
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Affiliation(s)
- N J Oke
- Department of Psychology, University of California, San Diego, La Jolla 92093
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